Restorative Justice Pedagogy in the ESL Classroom: Creating a Caring Environment to Support Refugee Students
Bibliographic record
Abstract
For many years the Canadian government has been committed to resettling refugees. Recently, this commitment has been expanded, as more than 25,000 Syrian refugees have been admitted into Canada. As refugee students struggle to adapt to a new environment, English as a second language (ESL) educators are called upon to play a significant role in the resettlement process. A ending to the social as well as academic needs of students requires educators to alter the pedagogical approach adopted. Restorative justice pedagogy provides a framework for a ending to these needs by transforming ESL classrooms into safe and caring environments. This article will trace the origins of the restorative movement to the criminal justice system and outline how restorative principles have been applied to school discipline. It will then articulate how these principles could be applied to the ESL classroom to identify student needs and begin the process of healing and community building. Finally, the article will conclude with an example of how restorative justice pedagogy has been applied in a Canadian high school with refugee students. Le gouvernement canadien est engagé à la réinstallation de réfugiés depuis plusieurs années. Cet engagement a récemment été élargi et 25 000 réfugiés syriens ont été admis au Canada. Les élèves réfugiés se lu ent pour s’adapter à leur nouvel environnement et les enseignants d’anglais langue seconde sont appelés à jouer un rôle important dans le processus de réinstallation. Répondre aux besoins sociaux et académiques des élèves exige que les enseignants modi ent leur approche pédagogique. La pédagogie de la justice réparatrice o re un cadre pour adresser ses besoins en transformant les classes d’ALS en milieux surs et accueillants. Cet article retrace les origines du mouvement de la justice réparatrice dans le système de justice pénale et décrit l’application de ces principes à la discipline scolaire. Par la suite, l’article explique dans quelle mesure les principes peuvent être mis en œuvre dans les cours d’ALS pour identifier les besoins des élèves et amorcer le processus de guérison et de développement communautaire. Finalement, un exemple de l’application de la pédagogie de la justice réparatrice auprès d’élèves réfugiés dans une école secondaire au Canada vient conclure l’article.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.010 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".